Technology For Progress Monitoring EETC 2012


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Technology For Progress Monitoring EETC 2012

  1. 1. The Power of Using Technology for Progress Monitoring in Early ChildhoodHandout: EETC Conference March 2012 Lilla Dale McManis, Ph.D. Susan Gunnewig, M.Ed. Copyright 2012
  2. 2. Overview• Why do progress monitoring (PM)?• What is PM really?• Why should we use technology-based PM?• How do we know technology-based PM works with children?• How can we effectively use technology-based PM in early childhood settings?*Disclaimer: Photos do not imply endorsement.
  3. 3. If you don’t know where you’re going, any road will get you there.----Lewis Carroll
  4. 4. Why do progress monitoring (PM)?“Progress monitoring is when teachers assess students’ academic performance on a regular basis (weekly or monthly) for two purposes: to determine whether children are profiting appropriately from the typical instructional program and to build more effective programs for the children who benefit.”(Fuchs & Fuchs 2002)
  5. 5. What is Progress Monitoring?• Scientifically-based practice for assessing students academic performance and evaluating the effectiveness of instruction – Cyclical – Targeted – Standardized – Individualized *Shares components with Response to Intervention (RTI) Models and Curriculum-Based Measurement (CBM)
  6. 6. What are the steps in the PM Cycle?• Current levels of performance determined.• Goals identified for learning that will take place over time• Performance measured on a regular basis• Progress toward meeting the goals measured by comparing expected and actual rates of learning• Instruction is adjusted
  7. 7. What are the benefits of PM?• The children learn more, the decision making of the teacher improves, and children become more aware and reflective of their own performance…• When progress monitoring is well implemented the benefits seen can include: – Appropriate child expectations – Accelerated child learning – Documentation of child progress – More efficient communication with others
  8. 8. Why use technology for PM?• These systems strengthen the practice of making instructional decisions based on data and allow teachers to better meet the diverse needs of children…
  9. 9. How do we know it works?• PM children statistically significantly better than control group on decoding, fluency, and comprehension (Fuchs, Deno & Mirkin 1984)• PM children showed significant change in contextual conventions and contextual language but not story construction (McMaster, Wayman, Deno, Espin & Yeo 2010)• PM children’s scores improved significantly for quantity discrimination and mixed numeracy (Olson & Foegen 2009)• PM children had average gain of 5.75 normal curve equivalent units on math assessment-six times the rate of growth over prior school year (Spicuzza & Ysseldyke 1999)
  10. 10. How can we do tech-based PM? From the outside in…By helping teachers• store• organize• interpret• share progress monitoring informationGathered in traditional and technology-based ways such as• screeners• observations• portfolios• computer generated reportsLet’s look at some examples…
  11. 11. Checklists
  12. 12. Group
  13. 13. Individual
  14. 14. Various Activities on a Theme
  15. 15. Performance/Live
  16. 16. Process
  17. 17. Finished Product
  18. 18. Social-Emotional
  19. 19. How can we do tech-based PM? From the inside out… …through features within educational technology programs…• that monitor children’s progress toward goals and outcomes• that provide remediation/targeted instruction for the child
  20. 20. Capturing Real Time
  21. 21. Cut Scores
  22. 22. Change Over Time
  23. 23. Assessments
  24. 24. Tracking Software
  25. 25. Built-In Progress Monitoring
  26. 26. Built-In
  27. 27. Built-In
  28. 28. Built-In
  29. 29. Internal-System
  30. 30. Internal-Teacher
  31. 31. Internal-Teacher
  32. 32. TheCloud…..
  33. 33. Key considerations• Now that we have seen the “why” and the “way”…let’s look at the “how!”• Following are a set of steps you can follow to guide progress monitoring with children…and to help you notend up like Coop!
  34. 34. 1) Get clear• Decide on the goals/outcomes for the children and how you will know whether they have been met…• You might use: – rubrics – percents – yes/no mastery – etc.
  35. 35. 2) Take an inventory• Think about the technology you have to use for taking performance-based indicators…• Examples might be: – computer software with progress monitoring – digital portfolios – on-line or computer assisted assessment – teacher created spreadsheets – etc.
  36. 36. 3) Be focused and systematic• Think about the data you need and want for each child and how you will gather it…• For example, will you use the embedded progress-monitoring tools and information within technology-based educational programs for the children?• Will you take a photo or a scan of a sample of every child writing his/her name when they entered your program and then throughout the year?
  37. 37. • Will you design a short form and observe how each child is performing on your math software or lessons over time?• Will you have each child complete a screener on a regular basis such as the on-line Get Ready to Read! Screener?
  38. 38. 4) Set up a calendar• Determine when the measurements toward learning goals will be monitored…• Monthly or quarterly is standard• However, if a child is struggling, you may want to consider doing the monitoring more often
  39. 39. 5) Put info in easy-to-use format• You might make a digital portfolio for each child on a computer and have an accompanying spreadsheet where you can indicate: – what measures taken – when – the performance levels – how instruction changed – where the original data is/are located
  40. 40. 6) Analyze the information• Best practice recommends establishing a level of progress and then comparing how a child is matching with that.• Are they performing – above – at or – below expectation?
  41. 41. 7) Let data inform instruction• Use the information continually to inform instruction…• Will allow you to reflect on strengths and needs of individual children• Help form small groups for focused instruction
  42. 42. What tools do I need?• Something like Microsoft Office – Word – Excel – Picture Manager – PowerPoint – Outlook• Digital camera• Video recorder• Scanner
  43. 43. NAEYC /Rogers Center Technology Position Statement Guiding PrincipleEffective uses of technology and media are:• active• hands-on• engaging• empowering• give the child control• provide adaptive scaffolds to ease task accomplishment• one of many options to support children’s learning
  44. 44. Challenges?“There is so much focus on documentation thesedays. Many early-learner classroom teachers inECE feel overwhelmed. I think much of this feelingstems from lack or improper training in usingtools put in place to gauge progress or areas ofsupport for both teachers and their students. Withall of the new research how can we ensure theclassroom teacher is effectively equipped to takethe new challenges?”—Pamela Courtney commenting on Early ChildhoodTechnology Network LinkedIn Group….
  45. 45. Summary• Progress monitoring is vital to effective instruction• Technology can greatly enhance progress monitoring efforts.• Being thoughtful, intentional, and focused is the key to success• Practice makes perfect!
  46. 46. Q&A
  47. 47. Where we will be at EETC…• Thurs. 9:15-10:15 & 10:30-11:30 Roundtable- Usability of a Literacy and Math Content-infused Interactive Whiteboard with Preschoolers & Roundtable-Using Research to Inform Guidelines for Early Childhood Educational Technology Program Development• Thurs. 2:45-3:45 Breakout Session- Why and How to Evaluate Educational Technology for Early Learners.• Fri. 9:15-10:45 Breakout Session- The Power of Using Technology for Progress Monitoring in Early Childhood
  48. 48. Good places for social connections!•• LinkedIn: Early Childhood Technology Network• Twitter: #ecetechchat –Every Weds. night @ 9 ESTSpecial Announcement Childhood Technology Today Survey 2012OPEN NOW!!
  49. 49. Future talks/presentations• McCormick Center for Early Childhood Leadership Connections Conference May 12 in Chicago – Evaluating Educational Technology in Early Childhood• National Head Start Association (NHSA) Conference April 18 in Nashville – Using Technology to Support Young Children’s Social- Emotional Development• International Society for Technology in Education (ISTE) Conference June 25 in San Diego – School Readiness: Outcomes & Approaches
  50. 50. We’d like to stay in Where we will bePlease turn in your next….. Conference touch….. Connections Card! • National Head Start Association Conference April 18 in Nashville – Using Technology to Support Social-EmotionalHandout: Development in Young Childrenhttp://www.hatchearlychildhood. • McCormick Center for Early Childhood Leadershipcom/layout-images/documents/EETC/Progress_Monitoring_handout.pdf Connections Conference May 10-12 in Chicago – Evaluating Educational Technology in Early Childhood • International Society for Technology in Education (ISTE) Conference June 25 in San Diego – School Readiness: Outcomes and Approaches